Jean Piaget Stages Of Cognitive Development Essay

Fisher-Price Jumperoo Rainforest is one of the toys from group A, the targeted age range of this toy is birth to 12 months. According to Piaget’s Four Stages of Cognitive Development, it should be in sensorimotor stage. At this stage the infant is only a purely natural creature, they have no real knowledge about the world, past or future. Infants can only touch and watch, they cannot be logical reasoning. At the end of this stage, there are two cognitive accomplishments infants should have mastered: Object Permanence and Goal directed behavior. First cognitive accomplishment is object permanence, it means infant will know someone or something is still existing even if they cannot see or touch. For example, you hide a toy in front of an infant,

The Piaget's stage theory of cognitive development is also known as the stage theory. It introduces that, in the expansion of our thinking, we act through an organized and certain sequence of steps. However, the theory focuses not only on compassionate how the children obtain knowledge, but likewise on the discernment of the substance of intelligence. According to the Piaget’s theory of cognitive development, there are two stages in the thinking pattern of a 3-year old preschooler and 9-year-old student. They are the preoperational stage for the 2 to 7 year old and the concrete operations stage for the 9 year old. The preoperational stage (three years old preschooler), this is where a new child can intellectually perform and signify to the objects and issues with the quarrel or the images, and they can act. The concrete operations (nine year old student), where a child is at the stage and deliver the ability to maintain, reserve their thinking, and analyze the objects in conditions of their many parts. However, they can also assume logically and understand comparison, but only about the concrete events.

The first stage is called the Sensorimotor stage. It occupies the first two years of a child's life, from birth to 2 years old. It is called the Sensorimotor stage because in it children are occupied with sensing things and moving them. From these activities they learn what makes things happen, what the connections are between actions and their consequences. They learn to grasp and hold and what happens when they let go.

Q: Jean Piaget developed the Stages of Cognitive Development. Discuss the pros and cons of his theory.

As Piaget introduced the concept of schemas into his research, he was able to pair certain schemas with stages of development, such as object permanence in the sensorimotor stage or conservation of mass in the operational stage. Piaget even thought that infants were born with innate schemas, which would remain dormant until being awakened by certain experiences the child would have as it grew. Schemas also would experience an equilibrium in which they would react steadily to new stimuli and situations, known as assimilation. Though in retrospect, when preexisting schemas could not be applied to new situations, the process of accommodation would occur and allow for new schemas. Regardless of accommodation throwing off one's equilibrium of schema, it allows for more concepts and reactions to stimuli to develop and be used for future

Jean Piaget developed a model consisting of four stages that outline cognitive development. One of the stages he came up with was the sensorimotor stage. His ideas surrounding this stage are focused on the foundation of ‘schema’, which is a person’s mental framework. Individual’s schema change by adding new information to existing schemas, a term known as assimilation. Also, through accommodation, which occurs when our existing schema changes.

During preoperational stage of cognitive development, as defined by Piaget, children begin to assimilate as a way of adaptive behavior. They are at the age now where they can begin to really take in new knowledge and new things. They are able to go back to their previous way of thinking, but with some new information. The formation of stable concepts and beginnings of mental reasoning are characteristics of this stage. The child begins to acquire new information and assimilates this information to reach a level of stability. Children’s thinking during this period is illogical and they lack the ability to make connections between categories. An example of assimilation would be a child being outside during the day and seeing the bright circle of light coming from the sky and being told by their parent that it is the sun. One night the child is outside and sees the bright circle of light coming from the sky and says it is the sun. The child associates any bright circle of light coming from the sky the sun. The child has not yet distinguished between the sun and the moon.

All children are unique as they learn, progress, develop at different rates and in a variety of ways. Nearly all theorists agree on the principles of children’s learning expansion in general and play a vital fragment of early childhood development. They all accept that cognitive learning is relatively systematic and takes place gradually at a variety of rates. Learning only occurs when experience causes a permanent change in an individual’s knowledge or behaviour (Weatherby-Fell, N. 2013). I am reviewing Burrus Federic Skinner’s behavioural theory and Jean Piaget cognitive development theory. This report style essay will provide an overview of the two theorists, a comparison between the two in relation to the image of the child, teaching, learning and development, and an analysis of how these two approaches align with the Early Years Learning Framework (EYLF). Subsequently, details of both theories will be discussed and explained to illuminate the differences and connections to how children learn. These two extremely well-known theorists’ approaches are stimulating, cause reflection upon learning methods and ensures thought provoking teaching.

In the sensorimotor stage the child discovers the environment through physical actions such as sucking, grabbing, shaking and pushing. During these first two years of life children realize objects still exist, even if it is out of view. This concept is known as object permanence. Children in the preoperational stage develop language skills, but may only grasp an idea with repeated exposure. As Piaget describes in the next stage, children draw on knowledge that is based on real life situations to provide more logical explanations and predictions. Lastly, in the formal operational stage children use higher levels of thinking and present abstract ideas.

Not everything can be assimilated into existing schemas, though, and the process of accommodation must be used. In accommodation, existing schemas are modified or new schemas are created to process new information. According to Piaget, cognitive development involves an ongoing attempt to achieve a balance between assimilation and accommodation that he termed equilibration. He formulated a theory that systematically describes and explains how intellect develops. The basis of his theory is the principle that cognitive development occurs in a series of four distinct stages: sensorimotor, preoperational, concrete operations, and formal operations.

From the set of responses given from the surveyed students to the chosen proverbs, it would appear that responses provided by children younger than middle school age are more literal responses to the proverb, whilst responses from the middle school age and beyond show comprehension of the proverb, as this is when elaborate explanation of the proverbs begins. Generally, this conforms with Piaget’s stages of cognitive development; that abstract thought processes accompany the formal operations stage from ages 10-12, and is absent from children aged 9 or younger in the concrete operations stage, where responses were generally more literal applications of the proverb.

Jean Piaget is considered to be very influential in the field of developmental psychology. Piaget had many influences in his life which ultimately led him to create the Theory of Cognitive Development. His theory has multiple stages and components. The research done in the early 1900’s is still used today in many schools and homes. People from various cultures use his theory when it comes to child development. Although there are criticisms and alternatives to his theory, it is still largely used today around the world.

The Swiss psychologist Jean Piaget (1896-1980) is considered one of the 20th Century’s most influential naturalistic researchers in clinical psychology and child development. Piaget’s theory of cognitive development is based in the belief that childhood plays a vital and crucial role in later development to an adult.

Piaget's Stages of Cognitive Development Very briefly describe Piaget’s stages of cognitive development and explain what he meant by saying that young children are egocentric. Use experimental evidence to consider this claim. Cognitive development is what psychologists talk about when discussing a child’s intellectual growth. Jean Piaget (1896 to 1980), a Swiss psychologist developed a theory of cognitive development, which is still much discussed and critiqued today. Providing a firm building block to all work done in the study of child development and the concept that young children are egocentric.

The first stage of Piaget’s development theory is the sensorimotor stage which takes place in children most commonly 0 to 2 years old. In this stage, thought is developed through direct physical interactions with the environment. Three major cognitive leaps in this stage are the development of early schemes, the development of goal-oriented behavior, and the development of object permanence. During the early stages, infants are only aware of what is immediately in front of them. They focus on what they